I had a good morning the other day doing in-service with English teachers from South Ayrshire on Persuasive Writing at Nat 4, 5 and Higher. It was organised by my friend Sally Law, PT English at Marr College, who has used some of the resources I wrote for Education Scotland last year and which can be found at http://www.educationscotland.gov.uk/resources/nq/e/englishpersuasivewriting/introduction.asp
Much like my Creative Writing materials published two or three years ago, the basic premise is that pupils need to engage regularly with reading that is designed to persuade them, and then regularly undertake writing tasks that allow them the opportunity to persuade others in a variety of contexts. English teachers always – always – tell pupils they should be reading a quality newspaper regularly. That’s good advice which very few pupils take up, and I suspect it’s because (a) they have no incentive to and (b) don’t know what to do with it when they do. Just reading an article doesn’t seem to have any explicit relevance to them; so, it’s important we do something with it that makes sense to them.
In the materials, there are sheets to support regular blogging and tweeting, two social networking contexts pupils will be well acquainted with. It’s very easy to set up a class blog or Twitter account, even given the ICT restrictions common in schools, but these can also easily be done with a pen and paper “Blog Wall” or “Tweet Space”.
So the groups started off with two articles I downloaded on topical issues. In half an hour, they read them, briefly thought about tone and editorial position, identified their own reaction and then constructed a 140 character tweet in response to what they’d read. I think this sort of quick reading and evaluating holistically is something pupils rarely do: for many of them, reading a non-fiction article is only ever about an agonising search for rhetorical questions or identifying good link phrases to answer some questions on it that are, at the end of the day, pretty random. The teachers seem to get stuck into it, and I manage to get three tweets out of six groups (you lot in the other groups, I’m still waiting! Remember – @raymondsoltyek). All in all, it’s an exercise that works really well, and many of them say they’ll be using the activity with their classes.
We then take a look at Numeracy in English. The Using Numbers to Persuade resource looks at what, to me, is key when considering how we integrate Numeracy into the English curriculum: that is, the interaction between numbers and words, and how we use language to express numbers for different purposes. Basically, it’s based on the premise that there are lies, damned lies and statistics. Pupils trawl the internet for stats to support their arguments, never really questioning how those stats are presented to them or what the agenda behind that presentation might be. Do they consider the difference between a statement that says that “barely half agree with X” and “a clear majority agree with X”, when the figure in both cases might be 51%? Can they interpret the difference in tone wrought by phrases such as “as much as a third”, “hardly a third”, “fully 30%” or “only 3 in ten”? I think this is where some really productive work can be done.
So the final task of the first session is to write press releases from different pressure groups on statistics issued to them. This, of course, allows us to investigate the whole notion of press releases and pressure groups, what they do and how they try to persuade us. Using the same statistics, they must argue that immigration controls should be eased or tightened up, they must argue prison sentences should be more lenient or more harsh, they must argue that clean air legislation isn’t doing enough or is moving too fast. It’s a difficult exercise that they find really challenging, but it can easily be adapted for less able groups. And the beauty of it is that, in a time of 24 hour news, it’s a real world exercise; a friend of mine from Glasgow Writers’ Group writes freelance, and she regularly has to come up with an article on something she knows nothing about in a matter of hours.
After a break, the groups look at three further resources, examining their use in providing formative feedback to exemplar essays in three areas: global structure, sectional structure and close structure. The resources on global structure are, I feel, the best in the package. Taking the lead from group discussion skills teaching, it looks at the Proposing – Refuting cycle as a means of structuring argument.
I think we sometimes pay too much attention to giving pupils rules and roles in group discussion, as if stipulating that everyone must take a turn or that Craig is the Chairperson and Jamie the Reporter somehow ensures that the pupils will then know how to discuss. Of course they absolutely don’t. What is necessary is that they acquire a metacognition of the behaviours exhibited in a discussion: that is, they are able to differentiate between those interventions where they propose an idea, where they question an idea, where they refute an idea. When they understand these behaviours, we can then help them build up a repertoire of language that enables them to engage in these behaviours; they know what to say when they build on a point, and how that differs from the language they would use to refute that point.
An analysis of a fantastic Naomi Klein article, “Looting with the lights on”, exemplifies the cycle used in writing. For those of you who don’t know Klein’s work, her breakthrough book, “No Logo”, is perfect to get young people furious about the way they are manipulated by the market and how their self-image is defined by advertising and branding. It’s brilliant. And if you want to read an excoriating analysis of capitalism’s use of war and disaster to extend its tentacles into every human being’s way of life, read “The Shock Doctrine”.
But of course, writing need not follow the cycle slavishly. The key here is that we build a sense of coherence in the pupils’ writing. I remember, to my shame, relying on a “make three points for, one point against” structure to teach persuasive writing. All that does is produce bitty, disconnected writing that is superficial and trite. Here, pupils are encouraged to think about the structural flow of an essay. Having made a point, what do they want to do next? Support it with further explanation? Build on it by introducing other ideas, facts or statistics? Question it by posing some problem scenario? Or refute it by making a convincing case for its inapplicability in certain situations? And if they refute the point, what then are they going to re-propose in its place? What happens is they begin to think about the progression of ideas throughout their writing, ensuring that there is cognitive linkage rather than just a surface level technical linkage. I think it’s extraordinarily powerful.
Having provided rich, formative feedback on the exemplar essays through the prism of the particular skills they examined, teachers then shared their feedback with each other. A couple observed that their feedback was very different but agreed this was a good thing. Rather than holistic – and probably sometimes quite anodyne – comments at the end of essays that amount to little more than ‘improve your structure’, the teachers found they were giving detailed and specific guidance: “This section might be improved by using an anecdote to illustrate your point”. It seemed to be a success.
Sally has offered to coordinate some feedback on the materials as the year progresses; that will be really interesting, and give me a real flavour of any tangible improvements that arise as a result of using these materials as they are meant to be used. In the meantime, if you’d like me to do a similar session for your school or authority, by all means e-mail me at email@example.com . Interestingly, a Geography teacher, Kenny (who was a former Educational Studies student of mine and who admits to kicking my shins at 5-a-side football) also comes along, and says he found a lot of it very relevant for the upper stages of Social Subjects. I’d love to investigate that, so by all means if you think persuasive techniques would help you deliver certain aspects of your SS courses, get in touch. Interdisciplinarity in action!
Last Friday, I spent the day working with groups of PGDE Primary students on poetry in the classroom; I had a lot of fun, and discussing creative writing pedagogy with Primary teachers was really enlightening for me.
I start from the premise that we kind of get poetry wrong in schools. Pupils’ experiences of it tends to be either for construction (“let’s all write an acrostic poem together”) or deconstruction (“let’s all highlight all the similes in the poem”), or a combination of both that, for example, uses deconstruction to elicit construction (“let’s all analyse the genre markers of the haiku, and then write one ourselves”). And while all of these types of activity are valuable and indeed essential to understanding poetry, it is, for me, quite a limited and sterile experience: poetry is something we do something with, something that generates work. Students – even English graduates looking to be English teachers – come with a great deal of anxiety about poetry, and that is, they say, down to their experiences of poetry at school.
And yet, why do we read poetry? Well, for enjoyment, of course. And I don’t think there’s enough of that, so we started each session with the students browsing through some poetry anthologies and magazines to find something they liked to read to the rest of their group. Then put it aside, because the worst thing we could do is to analyse it to death for the next three hours.
Having warmed up our poetry reading, we then warmed up our poetry writing with a quick poetry word wheel exercise, a simple resource of three concentric discs containing an adjective, a noun and a verb that provides a three word stimulus for a short poem. With “scientist”, “kind” and “eats”, I came up with“Working late, the scientist Fills his lab with sparks, eats Chinese food from a takeaway carton. Kind of tangy.”
For some unaccountable reason, I’m quite proud of that. However, some of the students’ responses were lovely: Heather, using “big”, “girl and “swims”, wrote“The girl swims slowly Big arcing movements of her arms Pulling her towards a warmer kind of peace.”
Catriona, using “empty”, “animal” and “hopes” thought of:“The dawn stretches empty over rooftops Below an animal limps across the road A dog? A cat? A fox? The sullen hopes of a city life are waking”
Poetry is stripped out of the curriculum, studied almost as a separate entity. I’m a great believer that the poetic sensibility should be embedded and integrated much more into the day to day work of the classroom, and that a poem is as much a way of recording knowledge as a report or a close reading test or a storyboard. To illustrate this, we spent some time looking at poems from Gerry Cambridge’s lovely poetry / photography / natural history collection “Nothing But Heather”. Cambridge’s poetry is gorgeous, but what is so striking about “Nothing But Heather” is the informative quality of the text. I remember looking at one of my favourites, “Chrysomelid Beetle Pollinating a Wild Orchid”, with a Fifth Year pupil, and she said she learned more about plant fertilisation from that poem than she learned in 5 weeks in Higher Biology. All the students particularly liked “Shore Crab”, which they could easily see themselves using with their classes: you can hear a musical version of it here, with Cambridge proving his Rennaisance Man credentials by playing a mean moothie.
So poetry, much more than simply being a form, also informs. We looked at typical Primary school topics, and brainstormed a wordbank. For example, with Vikings, we came up with:
Long ships Sails Shields Mead Sagas
Hats with horns Horned helmets Swords battle-axes Pigtails
Ginger beards Storm Fjords Fiery funerals
Gruel Seas France – Normandy
A technique I’ve used often with older poetry writers is close redrafting: you can read more about it in “Wind Them Up and Let Them Go: The Primacy of Stimulus in the Classroom”, an article I did for Writing in Education magazine a few years back. You can download a copy from the University of Strathclyde by clicking the link.
Basically, when we assess prose, we tend to mark it holistically, taking in an extended piece of writing and assessing it with broad brushstrokes such as “vary your sentence structure” or “avoid repetition”. It’s my feeling that this kind of assessment is inappropriate for poetry, since here the aim is to condense, distil. As a result, we need to do away with prepositions, conjunctions, articles, all the chaff that makes a piece of prose flow, because those are not the words that signify meaning to the poet.
So, we get the pupils to write three simple sentences from their word bank – something like
|Viking long ships sailed through stormy seas from their homes in the fjords to invade Scotland. They arrived on beaches in the north and battled the locals with their swords and axes. They told stories they called sagas about these events.|
Now, looking at this as prose, we’d probably never comment on the fact that the phrase “in their” is repeated, or that the word “they” is used three times, because we feel they are somehow “essential”. The poetic way, though, is to get rid of all those little words in red to strip us to the words that really mean something, the words that communicate the core idea. With a little beating and shaping, we can begin to mould something that looks like poetry:“Viking long ships Through stormy seas From fjord homes Invading Scotland Swords and axes For locals On beaches Sagas to be told.”
I’ve worked with teenage boys who love this way of building poetry, bit by bit, three sentence prose chunks developed into verses. Working with groups in a Primary classroom, you could have your very own Viking saga in less than half an hour.
So the poem becomes not a poem on its own, something seemingly independent of the rest of the curriculum, but becomes a quick, relatively easy way of providing another source of evidence of pupils’ understanding of a topic. In addition, unlike the passivity of a close reading, it demonstrates individuals’ ability to make choices about the language which means most to them from a topic, and their ability to manipulate that language to express something that is genuinely an individual response. Light bulbs seemed to be going on in the groups, thankfully. Now, the poetic way of handling language simply became another literacy skill in the arsenal.
And what poetry also does is combine the objective with the subjective. We looked at simple items that might be found on a nature walk – a dead autumn leaf, a pebble, a scrap of wool caught on a barbed wire fence – and brainstormed it with a simple “Objective / Subjective” column. After sharing and developing, the task was to write a short poem that contained at least two informative details and two emotional details. With a picture of a bird’s skull, I came up with:” A fragile piece Of weather bleached calcium It’s tiny brain cavity Empty sockets And beak All that is left Of what it once was A feathered, flighted beauty, Built for tearing flesh.”
Again, many of the students outdid me. Matthew wrote about a broken egg-shell:“On the ground broken, discarded A small cracked egg lies on its own once a house to a new walk of life. Or is it now dead? A defenceless lunch for creatures passing by.”
What Matthew was very clear about was that he had no idea when he came in that he would have been able to produce that in five minutes – and that is, I think, an extremely powerful message to keep giving children: five minutes ago, you had nothing. This poem didn’t exist. Now look at what you’ve done. That message has been hugely motivating for my pupils over the years. And it also encourages an increased quantity of writing: every student went out the door having done a lot, they had been busy, busy, busy. In classrooms, pupils will drag their feet for weeks over a big set piece essay; with five or ten minute poetry exercises slotted in here and there into their everyday activities, they actually produce a great deal
A final stimulus exercise using Farrow and Ball’s ludicrous paint colour range – Dead Salmon? Elephant’s Breath? – and some discussion about the possibilities of using the poetic form much more regularly in classrooms as a means of allowing children to respond to the topics they study wound up the sessions. I think they all got the message; that rather than “doing poems” as a box tick for the curriculum, divorced from the reality of the rest of their learning, poetry can be an everyday way to respond to experience. And in doing so, I reckon, that can only help develop a love of poetry that can last a long, long time.
I’ve been very quiet lately – always the same at the start of the academic year when I’m chasing my tail – but I’ll be back on the gig trail soon and have a few film outings to report.
However, I’ll be workshop leading at the Aberdeen City Council’s annual “Northern Writes” event – my third year in a row, so they must be getting sick of me by now – on the 19th September in the Belmont cinema. It’s a day I always enjoy because of the creativity of the young people I get to work with.
Videos of last year’s event are available online. In part 2, at around 18 minutes, you can see me reading “Bellflowers”, which was published in the “1000 Cranes” anthology in support of Japanese earthquake relief. You can get a good sense of the workshops we all did, as well as an interesting Q&A which showed just how perceptive these young people are. Unfortunately, sound and vision don’t always tally.
Then on the evening of the 17th October, I’ll be leading a workshop as part of North Lanarkshire’s “Encounters” Cultural Festival. I worked with a creative writing group last year, and they were kind enough to want me back to do some more work with them. The workshop will be at the Sir John Wilson Town Hall in Airdrie, from 6.30 to 8.30pm. It’s free, but if you fancy coming along, book up at the Encounters website. Perhaps see some of you there…
I’ve blogged a couple of times about the excellent Northern Writes conference for young writers that Aberdeen council runs each year. The annual anthology of writing by those young people is now online here:
The quality of the young people’s writing is terrific, and I’d recommend it to English teachers for use with their senior writers. Well worth a download!
Tutors were asked to contribute something, and I submitted a short character study that goes to prove I can’t really write poetry! Here it is:
Edith Piaf on the MetroOld Edith Piaf is on the Metro. She sits opposite, asleep, buttoned tight in a burgundy coat which falls aside so slightly at the knee, revealing the colour picked out in the stripes of her dress. She is muffled in one, two, three scarves, layered thermally and aesthetically, purple, green-purple, green, and her sky blue headscarf matches the audacity of her handbag. She wears, though, sensible brown shoes, scuffed and worn smooth like the tiniest and oldest of otters. The train rolls into Falguière: I reach across, touch her elbow, “Madame, excusez-moi,” my fearful French supplemented by an eyebrow raised, “votre station?” She blinks, wipes a drool from the corner of her mouth, flusters to her feet. Bustling through the door she remembers her fading charm turns, gap-tooth smiles, flirts a wink and says, “Merci, Monsieur.” Having woken her and been so blessed I have not one regret.
Last autumn, I was contracted by the then Learning and Teaching Scotland to create support materials for the development of persuasive writing for the new National Qualifications courses in English.
Designed in much the same way as the materials I produced in 2010 to support creative writing for the Higher folio, these materials support writing as an ongoing process throughout a course. Teachers can pick and choose the PowerPoint lessons as and when they wish to reinforce work that is going on in the class. There are also regular activities to be done as lesson starters or homework, such a tweet sheets or blogging tasks.
I hope you find them useful. They can be downloaded, saved and adapted as you see fit and as topicality demands. They can be found here.
Since LTS was subsumed into the new Education Scotland body, the web address for the creative writing materials has moved. You can now find and download the materials, including videos of authors talking about creative writing, here: